Techniques and Principles in Language Teaching

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we can acquaint with more techniques used in the approaches. After each method, the author invites us to think about the experience using topics to demonstrate in a clearer way how principles and teachers’ actions are connected. Besides, she answers about 10 questions (not all questions can be answered in some methods) previously prepared by her in order to deepen the understanding of each method and make clear the differences among them. After that, she does a review of each technique used in class, giving an expanded description of each, so that we can see how they could be tested or even implemented by any teacher. Every method is finalized with two different points: first, a brief conclusion actually compounded by some questions that make us think more profoundly about the connection between the techniques seen and our own teaching situation and beliefs and, then, some activities divided into part A and B. Part A for us to check our understanding of the method presented and part B with suggested activities showing how to apply some of the techniques.

At the end of the book Freeman uses a summary chart so we can see all the methods presented in a collective structure and it is possible to check the major features of each approach. The author, however, admits some limitations in this form of arrangement thus she also discusses the areas not covered by the chart: the dynamics of methodological change, methods’ similarities and complementary and contradictory differences. Besides, Freeman raises a very relevant question: how to choose among all methods? The answer, very consistent with everything said before can be inferred by some Freeman’s observations: when talking about language, learning and teaching, there is nothing permanent that cannot be changed. They are all dynamic processes that can differ according to many variants. The most important thing to the teachers is to reflect about what they do and why they do it; to be opened and prepared to change their own minds; to learn and try new practices, after all, the bigger their range of techniques, the easier to adapt in different teaching situations. This book is, therefore, by no means conclusive. New techniques, principles and methods are being created and tested write now and many other books like Freeman’s should be written in the future.

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